
process of intellectual, spiritual and aesthetic development (“the development of Western
culture”); (2) the expressive activities of communities and societies, as in sports,
holidays,
festivals, ceremonies; or (3) particular intellectual and artistic practices, as in
literature, painting,
dance
and song (Storey 1993). “Popular” can mean not only “of the
people,” or that which is well-liked by a large number of individuals, but also “common,”
accessible to the average person, and even “inferior” (Shiach 1989).
As Storey has pointed out, it is often easier to understand popular culture in contrast to
what it is not. Perhaps most obviously, popular culture is not elite or “high” culture,
which is, by definition, unpopular and exclusive. Nor is popular culture synonymous with
folk culture or working-class culture. The former generally refers to culture that is local,
non-commercial and expressive of a particular group or community identity (quilting,
folk tales, or
folk music
); the latter, to texts and practices associated with a working-class
sensibility and enjoyed primarily by members of the working class (nickelodeons,
burlesque, bingo or
bowling,
as well as organizational strategies). Of course, all three
types can, and often do, overlap. Yet there is no direct one-to-one relationship between a
class
or
community
and a particular cultural form. To paraphrase Stuart Hall (1981),
“class” and “popular” are deeply related, but they are not absolutely interchangeable.
Moreover, it is important to bear in mind when distinguishing popular from elite culture
that these categories are not fixed or static, so that what was once considered “low” may
now be “high,” and vice versa. For example, Shakespeare was once the most popular
playwright in America, but his works were gradually “rescued” from the marketplace and
enshrined in official institutions controlled by wealthy patrons; as a consequence,
Shakespeare became high culture, the purview of the social and intellectual elite (Levine
1988). Likewise, as Storey notes, the seaside holiday began as an aristocratic practice and
within a hundred years had become a popular one, while
film noir
started as a despised
opular cinema and is now the preserve of academics and film critics. Thus it is not the
specific contents of the categories “high” and “low” that matter, since these change over
time, but the fact that a distinction exists, one that tends to sustain cultural hierarchy.
Nor is popular culture simply mass culture, although the overlap is perhaps greatest
here. Indeed, in highly industrialized contemporary societies like the US, there is very
little that we might call the culture “of the people” that is not derived from commercial
culture and that is not dependent upon commercial consumption for its expression.
Consequently, American popular culture is increasingly tied to mass culture, and, by
implication, to mass production and mass consumption. This association more than
anything reinforces popular culture as high culture’s opposite: low, vulgar and base;
lacking in creativity originality and tradition.
So what distinguishes popular culture from mass culture? The difference lies less in the
specific content than in the relationship between content and consumer. According to
Storey, Fiske (1989) and other scholars, mass culture consists of the texts, objects and
relations of the culture industries; popular culture is what people make of those texts,
objects and relations. For example, the culture industry produces many
television
rograms, but how people understand them and what role television plays in everyday
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